Molly RosinskiBoston and Dallas Regional Disability

Coordinator

An Overview of How to Effectively Use IEPs in the Creation of Accommodation Plans

IEP Basics

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What Does IEP Stand for?Individualized Education Program (IEP)

It is an individualized document that outlines the special education program for an individual with a disability

No two IEPs should be the same

The IEP guides the delivery of special education supports and services for the student with a disability

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How Does a Student Qualify for an IEP?

Must attend a school or setting that receives IDEA (Individuals with Disabilities Education Act) funding

Must be an individual with a qualified disability

Must be in need of special education supports and services

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The IEP in the Public School System

Maintain active IEPs

Review and update annually

Update goals and objectives regularly (quarterly, monthly, etc)

Monitor the implementation of special education and related services and supplementary aids and services

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The IEP in Job Corps

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The IEP in Job CorpsTypically, the IEP serves as

Documentation of a disabilityOne tool for determining accommodation

needs on a Job Corps accommodation plan

Remember, however, for centers with high school programs who fall under IDEA, the IEP serves as the program plan for the delivery of special education services and supports

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Typically JC develops accommodation plans for qualified students with disabilities who are in need of reasonable accommodation.

IEPs are used as a tool in the development of accommodation plans

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The IEP as a Tool

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The following information from an IEP can help in the development of an accommodation plan:

1.Documentation of an individual’s disability

2.Present levels of functioning (sometimes known as a PLOP or PLEP)

3. Goals necessary for the individual to either access the general education curriculum (in state’s with standards based IEPs) or states the educational goals of the individual.

The IEP as a Tool (cont’d)

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4.Accommodations and supports provided in the public school setting.

5.Diploma type the applicant is seeking

6.Assessment track in which the applicant is participating

7.Educational setting where services will be provided

Documentation

13 Categories

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AutismDeafnessDeaf-blindnessEmotional

disturbanceHearing

impairmentLearning disabilityMental retardation

Multiple disabilitiesOrthopedic

impairmentOther health

impairmentSpeech or language

impairmentTraumatic brain

injuryVisual impairment

including blindness

Important Note

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An IEP classification is not a specific diagnosis and school IEP teams do not diagnose students.

For example, on an IEP it may say Specific Learning Disability. That is a classification and is not the specific type of learning disability. Some types are dyslexia, dyscalculia, auditory processing, etc.

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High and Low Incidence Disabilities

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High Incidence Low Incidence

Learning Disabilities Orthopedic Impairment

Blind-deaf

Language Impairment Hearing Impairment Multiple Disabilities

Mental Retardation Visual Impairment Developmental Delay

Emotional Disturbance

Autism

Other Health Impairment

Traumatic Brain Injury

PLOP/PLEP

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This is the foundation of an IEP. A well written PLOP should tell you all the things you need to know about a student’s present levels of functioning with relation to the educational environment.

StrengthsWeaknessesAssessment DataSuccessful Strategies Used

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Goals and Objectives

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The IEP lists measurable annual goals, consistent with the student's needs and abilities

Each annual goal should include evaluative criteria

The IEP should identify when periodic reports will take place on the progress the student is making toward the annual goals

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Accommodations and Supports

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Should be related to disability

Could include assistive technology

Could include modifications

Should include all environments necessary (classroom, testing, extra curricular activities, fieldtrips, etc)

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Adaptations-Umbrella Terms for Accommodations and Modifications

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ModificationsAltering the curriculum to match individual needs May change the content of the course Fundamentally alters or lowers the standard or

expectation of the course, standard, or test Accommodations

Does not change the content of the course Does not fundamentally alter or lower the standard

or expectation of the course, standard, or test Student will earn regular credit for course and is

eligible for a High School Diploma

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Diploma Type

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Is the student to receive a standard high school diploma, certificate of completion or IEP diploma?

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Assessment Track

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• Do they take state assessments with accommodations and/or modifications?

• Are they exempt or do they take alternative testing?

• This can help with accommodation writing for TABE and GED.

• This information can help you understand:• the curriculum type the student is using• the assessment method in which the student is

participating• the types of accommodations being afforded in

testing situations

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Educational Services/Setting

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Where and when special education and related services will be providedGeneral education environmentSpecial education environmentAmount of time spend in each location or

service

IEP LanguageThe IEP says that a student was “pulled

out” for math into a resource room. The IEP says that a student needs “1:1

support” in the area of reading.

Do these statements mean this individual cannot be successful in the Job Corps program?

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What Does1:1 Mean?

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May need a full time instructional assistant. Rarely, if ever does a student get assigned a 1:1 teacher.Review the IEP carefully

Types of accommodations – how much technology is provided

Types of special education services and wherePresent levels of performanceEvaluative assessments and recommendations

What did 1:1 mean for this individual?Could technology and other

accommodations increase his/her independence in the learning environment?

Why Might a Student be Served in a Resource Room?

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May need a smaller group environmentMay be distractibleMay need to move at a slower pace than the

rest of the classMay need specialized instruction

(qualifications of the resource room teacher)May be that the particular school district

does not ascribe to an inclusive model May have sensory needs exacerbated by a

larger classroom environment

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Things to Consider

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Appropriate Accommodations

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The accommodations listed on the IEP may or may not be appropriate for the student in the Job Corps setting.The IDT should talk to the applicant or

student and ask what types of accommodations that he or she feels are needed to be successful in the program. The applicant or the student may not know what he or she needs but could perhaps share more information about things that are difficult for them and things that are easier for them to do.

When Writing an Accommodation Plan

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Of key importance is that the IDT review accommodation needs in discussion with the applicant and that determinationsbe made based upon current needsbe individualizedare not based upon preconceived ideas or

misperceptions of an individual’s capability based upon the type of disability or the services previously received.

Must consider all areas of the JC program

Other Sources to Consider for Accommodation Ideas

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Job Corps Disability WebsiteReasonable Accommodation section, Possible

Accommodations subsection

Job Corps Learning Disabilities WebsiteIEP as a tool section

Job Accommodation Network (JAN)Searchable Online Accommodation Resource

(SOAR)

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Chicago Region – Kim Joneskim.jones@humanitas.com

San Francisco Region– Sylvia Domagalskisjdnurse@aol.com

Boston and Dallas Regions– Molly Rosinskimolly.rosinski@humanitas.com

Atlanta and Philadelphia Regions– Pat Jacksonpbjackson@verizon.net